UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Caroline Murphy Lesson #: 4 Facet: 3 Grade Level: 11 Numbers of Days: 1 Topic:Autobiographical elements of Tender is the Night.
PART I:
Objectives Student will understand that autobiographical elements of a novel have strong implications for its plot and characters.
Student will know about alcoholism and mental health.
Student will be able to consider the ways that the autobiographical elements of the text influenced its plot, characters, etc.
Product: iMovie
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Content Area: English Grade Level: Grade 11-12 Domain: Reading - Literature Cluster: Key Ideas and Details, Craft and Structure Standard: Analyze how an author's choices concerning how to structure specific parts of a text (e.g. the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
Rationale: An author' decisions regarding their text are extremely important for understanding it's meaning, so studying the ways that a text is incredibly layered and deliberate does a lot to help students deepen their understanding.
Assessments
Formative (Assessment for Learning) Section I – checking for understanding during instruction: Timed-Pair-Share gives students the chance to swap perspectives about Fitzgerald's use of autobiography in Tender is the Night.
Section II – timely feedback for products (self, peer, teacher)
The iMovies will be evaluated by the teacher using a rubric that students have access to ahead of time, so they can be adequately prepared. Students will also self-assess their projects with a rubric they develop as a class.
Summative (Assessment of Learning): Students will use iMovie to act out a comparison of Fitzgerald's life and the lives of his characters in a way that helps them understand the impact that autobiographical elements have on a novel.
Integration Technology: iMovie
Content Areas: Social Studies: students will develop an understanding of the sociological process behind writing a novel.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction The Five W's chart will allow students to write down information about events in the novel that correspond to their study of events in F. Scott Fitzgerald's life. http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf
Section II – Groups and Roles for Product Timed-Pair-Share is an activity for pairs.
Differentiated Instruction
MI Strategies Verbal: Students will provide a written script of the dialouge in their iMovie. Logic: Students will explain logically why they think Fitzgerald made certain choices in writing his novel. Musical: Students can include music or a performance of their own in their iMovie. Interpersonal: Students are encouraged to use classmates or friends in their iMovie. Intrapersonal: Students will complete a reflection about their creative process of making the iMovie. Naturalist: Students are encouraged to set at least part of their movie outside.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: The graphic organizer will be available on the class blog, as well as the lecture material.
Extensions
Type II technology: iMovie
Gifted Students: Students can challenge themselves by what they include in their iMovie project.
Materials, Resources and Technology Laptop Projector Midnight in Paris DVD Graphic organizer handouts
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Midnight in Paris (10 minutes) – the teacher opens the class with a clip from the movie Midnight in Paris that serves to introduce the class to the concept of the Lost Generation.
Lecture (10 minutes) – the teacher gives a short lecture with background information about the members of the Lost Generation and their historical context.
Discussion (20 minutes) – the teacher gives each student a copy of the Five W’s chart and helps them fill it out with information from the plot of Tender is the Night so far.
Timed Pair Share (20 minutes) – students break up into pairs and discuss what they have learned about the Fitzgeralds’ circle of friends and how it relates to what they have read so far in Tender is the Night.
Blog review (10 minutes) – students have the opportunity to give feedback to the teacher about the blog assignments so far and ask any clarifying questions.
Project assignments (10 minutes) – students are reminded of the final project and given more specific directions. They are also broken up into groups for the project.
Despite being a brilliant writer, F. Scott Fitzgerald had numerous personal demons that filled his tragically short life with difficulty. One of these demons was his notorious alcoholism, and it had a considerable influence on his life and his writing. It was no secret to his friends, family, and literary peers that Fitzgerald had a habit of drinking too much. He proclaimed himself to be "one of the most notorious drinkers of the younger generation," and fell deeper and deeper into the persona of the tragic alcoholic writer as he continued to publish books. His upfront, seemingly cavalier attitude about his drinking fits with the social culture of America in the 1920s; despite prohibition laws, the wealthy urban culture that Fitzgerald both lived amongst and wrote about was booze soaked, and alcohol-induced bad behavior was considered a mark of eccentricity. Fitzgerald's fictional tales of his character's adventures with alcohol were complied into a collection titled On Booze, and he is known for popularizing the quote "First you take a drink, then the drink takes a drink, and then the drink takes you." His alcohol-fueled behavior was not lighthearted literary farce, however. Many of his violent episodes with his wife Zelda involved heavy drinking, and it is not unlikely that his alcohol consumption contributed to his early death of a heart attack at age 44.
Handouts Five W's Chart
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The Five W's chart encourages linear thought and organization of abstract ideas.
Microscope: The iMovie project allows deeper understanding of the similarities and differences between Fitzgerald's life and that of his characters.
Puppy: The iMovie project allows for a collaborative environment, and the brainstorming activity gives students the opportunity to have a productive conversation that will help them with their projects.
Beach Ball: The iMovie project allows for very a hands-on application of the contet material.
Rationale: The iMovie project is adaptable for all different learning styles because it presents fact-based material in hands-on and creative ways.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:Ongoing formative assessment on the blog entries continues. The Timed-Pair-Share activity gives the teacher a chance to check for student understanding on the iMovie projects before they are completed.
Summative: The summative assessment is an iMovie project designed to summarize students' understanding of the autobiographical elements of Tender is the Night.
Rationale:The formative assessment will help develop the summative assessment,
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet:
Rationale:
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Type II Technology:
Rationale:
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Caroline Murphy
Lesson #: 4
Facet: 3
Grade Level: 11
Numbers of Days: 1
Topic:Autobiographical elements of Tender is the Night.
PART I:
Objectives
Student will understand that autobiographical elements of a novel have strong implications for its plot and characters.
Student will know about alcoholism and mental health.
Student will be able to consider the ways that the autobiographical elements of the text influenced its plot, characters, etc.
Product: iMovie
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: English
Grade Level: Grade 11-12
Domain: Reading - Literature
Cluster: Key Ideas and Details, Craft and Structure
Standard: Analyze how an author's choices concerning how to structure specific parts of a text (e.g. the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
Rationale: An author' decisions regarding their text are extremely important for understanding it's meaning, so studying the ways that a text is incredibly layered and deliberate does a lot to help students deepen their understanding.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction:
Timed-Pair-Share gives students the chance to swap perspectives about Fitzgerald's use of autobiography in Tender is the Night.
Section II – timely feedback for products (self, peer, teacher)
The iMovies will be evaluated by the teacher using a rubric that students have access to ahead of time, so they can be adequately prepared. Students will also self-assess their projects with a rubric they develop as a class.
Summative (Assessment of Learning):
Students will use iMovie to act out a comparison of Fitzgerald's life and the lives of his characters in a way that helps them understand the impact that autobiographical elements have on a novel.
Integration
Technology: iMovie
Content Areas:
Social Studies: students will develop an understanding of the sociological process behind writing a novel.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
The Five W's chart will allow students to write down information about events in the novel that correspond to their study of events in F. Scott Fitzgerald's life.
http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf
http://w4.nkcsd.k12.mo.us/~kcofer/social_cooperative_structures.htm
Round-Robin Brainstorming allows students to develop several different perspectives about the autobiographical elements of Tender is the Night.
Section II – Groups and Roles for Product
Timed-Pair-Share is an activity for pairs.
Differentiated Instruction
MI Strategies
Verbal: Students will provide a written script of the dialouge in their iMovie.
Logic: Students will explain logically why they think Fitzgerald made certain choices in writing his novel.
Musical: Students can include music or a performance of their own in their iMovie.
Interpersonal: Students are encouraged to use classmates or friends in their iMovie.
Intrapersonal: Students will complete a reflection about their creative process of making the iMovie.
Naturalist: Students are encouraged to set at least part of their movie outside.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
The graphic organizer will be available on the class blog, as well as the lecture material.
Extensions
Type II technology: iMovie
Gifted Students: Students can challenge themselves by what they include in their iMovie project.
Materials, Resources and Technology
Laptop
Projector
Midnight in Paris DVD
Graphic organizer handouts
Source for Lesson Plan and Research
http://www.enotes.com/tender-night/themes
http://www.thedailybeast.com/articles/2011/07/16/f-scott-fitzgerald-s-on-booze-america-s-drunkest-writer.html
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)
Midnight in Paris (10 minutes) – the teacher opens the class with a clip from the movie Midnight in Paris that serves to introduce the class to the concept of the Lost Generation.
Lecture (10 minutes) – the teacher gives a short lecture with background information about the members of the Lost Generation and their historical context.
Discussion (20 minutes) – the teacher gives each student a copy of the Five W’s chart and helps them fill it out with information from the plot of Tender is the Night so far.
Timed Pair Share (20 minutes) – students break up into pairs and discuss what they have learned about the Fitzgeralds’ circle of friends and how it relates to what they have read so far in Tender is the Night.
Blog review (10 minutes) – students have the opportunity to give feedback to the teacher about the blog assignments so far and ask any clarifying questions.
Project assignments (10 minutes) – students are reminded of the final project and given more specific directions. They are also broken up into groups for the project.
Content Notes
Alcoholism
http://books.google.com/books/about/On_Booze.html?id=3cpzvhTFm8cC
Despite being a brilliant writer, F. Scott Fitzgerald had numerous personal demons that filled his tragically short life with difficulty. One of these demons was his notorious alcoholism, and it had a considerable influence on his life and his writing. It was no secret to his friends, family, and literary peers that Fitzgerald had a habit of drinking too much. He proclaimed himself to be "one of the most notorious drinkers of the younger generation," and fell deeper and deeper into the persona of the tragic alcoholic writer as he continued to publish books. His upfront, seemingly cavalier attitude about his drinking fits with the social culture of America in the 1920s; despite prohibition laws, the wealthy urban culture that Fitzgerald both lived amongst and wrote about was booze soaked, and alcohol-induced bad behavior was considered a mark of eccentricity. Fitzgerald's fictional tales of his character's adventures with alcohol were complied into a collection titled On Booze, and he is known for popularizing the quote "First you take a drink, then the drink takes a drink, and then the drink takes you." His alcohol-fueled behavior was not lighthearted literary farce, however. Many of his violent episodes with his wife Zelda involved heavy drinking, and it is not unlikely that his alcohol consumption contributed to his early death of a heart attack at age 44.
Handouts
Five W's Chart
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The Five W's chart encourages linear thought and organization of abstract ideas.
Microscope: The iMovie project allows deeper understanding of the similarities and differences between Fitzgerald's life and that of his characters.
Puppy: The iMovie project allows for a collaborative environment, and the brainstorming activity gives students the opportunity to have a productive conversation that will help them with their projects.
Beach Ball: The iMovie project allows for very a hands-on application of the contet material.
Rationale: The iMovie project is adaptable for all different learning styles because it presents fact-based material in hands-on and creative ways.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Ongoing formative assessment on the blog entries continues. The Timed-Pair-Share activity gives the teacher a chance to check for student understanding on the iMovie projects before they are completed.
Summative: The summative assessment is an iMovie project designed to summarize students' understanding of the autobiographical elements of Tender is the Night.
Rationale: The formative assessment will help develop the summative assessment,
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet:
Rationale:
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Type II Technology:
Rationale:
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: